International Journal of Environmental and Science Education

Although there is discussion of gender equality in science and experimental tasks, it might be different in a non-traditional learning environment, such in an inquiry-based learning arrangement. It’s structure of this teaching method differs from a traditional lesson in that they are perceived as more flexible and have a product as an outcome. The influence of gender, children’s preference in using, and the level of use of digital technology on the outcome will to be analysed in this alternative learning arrangement. 101 primary school children were taught in an inquiry-based learning setting using digital tools to solve an architectural problem. During the experimental phase, the created product was tested in an experiment. The question is whether gender, pupil’s general purpose in using and frequency of technology has an impact on this lesson’s outcome. There was no significant correlation between gender and a successful outcome, but there was a correlation between frequent use of digital tools and a successful achievement in the lesson. There was no significant relationship between gender and the different uses to which technology was put, nor between pupils’ purpose in using it and a successful final outcome in the experiment in an inquiry learning setting. This means that inquiry-based learning, even in a science-based lesson, is suitable for boys and girls equally and frequent use of technology is linked to improved student achievement.

Keywords: gender studies, media in education, elementary education, improving classroom teaching, teaching strategies

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Personal Involvement in Greywater Reuse: A Study within a French Context

Colin Lemée, Oscar Navarro, Gaelle Bulteau, & Ghozlane Fleury-Bahi

pp. 457-465 | Article Number: ijese.2018.039
Published Online: July 29, 2018

Abstract

Population growth and the unknown consequences of climate change emphasize the need for alternative water sources. Greywater reuse is one of the main options available but such alternatives are poorly accepted by the public. In this research, our aim is to understand how greywater reuse is accepted, with a major emphasis on risk and personal involvement. An online questionnaire was completed by 252 people. The participants lived in the city of Nantes (France). To determine the possible effect of personal involvement and risk perception on greywater acceptance, a Bayesian linear regression was realized in order to determine with certainty the most probable model. Results show that acceptance of greywater reuse is significantly predicted by perceived personal exposure to water shortages and droughts. It also appears that perceived health risks related to greywater reuse work as a brake to greywater reuse acceptance, as well as age and the possession of a rainwater recovery system. Results are discussed in terms of how to inform and involve the population in greywater reuse by reducing risk perception and promoting personal involvement.

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Children’s Access to Urban Gardens in Norway, India and the United Kingdom

Barbara Maria Sageidet, Sylvia Christine Almeida, & Ria Dunkley

pp. 467-480 | Article Number: ijese.2018.040
Published Online: August 07, 2018

Abstract

Background: This study investigates access to gardens for children in Norway, India and the United Kingdom and their respective potentials for sustainability learning. The focus is set upon the significant variations concerning garden access within these three countries, within the specific context of urban gardening at a city scale. The article explores three case study cities: Stavanger, Norway; Mumbai, India; and Cardiff, UK. Previous research has shown that nature and garden experiences can provide play opportunities, skills and sensuous perceptions that may lead to the permanent retention of knowledge, and may awaken and unfold the child’s interests.

Material and methods: Conceptualized in theories of situated learning and place-based learning, each researcher - native and/or living in Norway, UK and India, respectively - has gathered qualitative data and focused on the phenomena she found to be appropriate for the study of each respective city. The findings, based on literature studies and the author’s own experiences and observations, are presented in form of narratives. A phenomenological and hermeneutical framework and critical inquiry is used to give relevance to the complex interrelations between the three researcher’s different backgrounds and perspectives.

Results: The narratives elucidate rather different characteristics, practices, activities and values related to gardens in the three cities, where children interact in multiple ways with various kinds of garden spaces. Children are typically close to nature in Stavanger, while very small ‘windowsills’ characterize the many childhood interactions with gardens in Mumbai and in Cardiff, children may have access to both private and public gardens, depending upon their circumstances.

Conclusions: The three perspectives give inspirations for promoting children’s ecology, sustainability, and intergenerational learning in urban garden spaces.

Keywords: children’s access to gardens, environmental learning, education for sustainability, citizen science, intergenerational learning

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